Today marks my first day as scholar in residence at Reedwood Friends in Portland, OR. I’ll be offering a six-week series on Wednesday nights and Sunday mornings on the topic “Quakers & Creation Care: ecotheology… More
Today, I’m thinking about the incredible amount of vulnerability required in Quaker business process. It’s vulnerable in that we each have to be willing to show up, do our best work of listening, hold out our piece or angle on the truth with the fiercest, most solid conviction we know how, and let it go, trusting one another and the Spirit to sift and sort and aim us toward the best direction we collectively know how to find.
It’s also vulnerable to authoritarian intrusion, and this is what has, sadly, occurred of late in Northwest Yearly Meeting, the group of Friends I have belonged to since birth.
Because our polity and decision-making is based on the process of consensus, we must trust one another to bring everything to the table and truly listen to the Spirit, rather than making backroom deals or pushing one’s own agenda to the exclusion of listening together. The ideal Quaker process works in such a way that, although we each share our own conviction and sense of leading, we listen for the Spirit’s guidance. We let go of our own understanding, our own need to be right, our own fears, and we submit to the will of the Spirit: the one who enlivens the scriptures and who we will recognize by the embodiment of Love.
Instead, of late, our yearly meeting became divided and untrusting. People chose “sides,” did not trust others, and worked through political strategy rather than through a sense of leading to get “our” people on boards and in positions of leadership, rather than “their” people.
In the culmination of this dysfunctional behavior, the “leadership” laid down an ultimatum: the yearly meeting “restructures” (read: kicks out the four meetings who have minuted LGBTQ welcoming and affirming stances), or everyone at the representatives meeting last month had to come to consensus around another option. The rationale was that, since the four meetings were acting in ways contrary to our Faith & Practice, they can and should be removed from the body. (The irony, of course, is that the authoritarian action taken by the Administrative Committee to force this decision is so far outside of Faith & Practice’s policy as to be laughable.)
I don’t want this post to be about that split so much as about vulnerability, however.
I recognize now, more than ever, the extreme vulnerability of the polity we espouse as Friends, and it is incredibly painful that people could come in and use the good faith and trust of others in the yearly meeting to push through their own agenda. It is so difficult, now, to even imagine trusting others, and in some ways I would like to just give up trusting people altogether. It would be much easier to just become cynical, and to attempt to use political means to manipulate my way in the future.
Much more difficult, however, is remaining vulnerable and open, trusting and hoping, and remaining open to the radical and intense freedom and joy of coming together as a group of Friends to discern together, fully and wholly, unreservedly, bringing our whole selves.
I say it is more difficult, but to me, it is also the only Way worth living. I do not want to become cold and shriveled, protecting and controlling. Instead, I choose life, I choose joy, I choose trust and vulnerability: I choose Love.
It may not be the way of most power and prestige. It may be a difficult Way. But it is the Way of Christ for any who choose to follow it.
It is a Way that includes boundaries: while I choose to be radically open and vulnerable in settings of Quaker worship through business, I choose to set a firm boundary regarding an abusive and authoritarian structure that no longer resembles anything close to the Law of Love. While I can love the people who did this, and desire what’s best for them as they continue their journey, I set a strong boundary with a firm, No. This is unhealthy behavior and I will not participate in it; I will not tolerate it. I will remove myself from this unhealthy relationship. I will go to the margins, where others have been sent, and I will find Christ there, amongst those cast out by the “church” based on a dead reading of words on a page, rather than a willingness to courageously engage in a dynamic reading led by the Living Word. I will live out love. There is no other Way I would wish to go.
This is the path of strength through vulnerability, and I think I have never understood the verse, “my power is made perfect in weakness” (II Cor 12:9) before this and other similar experiences bestowed upon me by NWYM. It’s a path of courage, of taking heart, of opening and opening again to the Light, filled with grace and truth. It’s a willingness to trust myself and the Light of Christ I know and connect with inside, connecting with that Light in others, and being guided by it.
May the Spirit guide your path, as you choose the strength of vulnerability today and always.
May the breath of the Spirit enliven you, wake up the Society of Friends, and draw us toward a new intensity and conviction of justice through love in these difficult times.
I don’t know if you’ve noticed, but the voices and stories of women are not always told in the Bible, and even when they are, they reflect a male perspective, and, presumably, mostly male authorship. There are many women in the biblical text, from Eve, Sarah, and Rachel to Mary the mother, Mary Magdalene, and Elizabeth. But we do not always hear very much about them or learn their stories, thoughts, and experiences. In Lady Midrash: Poems Reclaiming the Voices of Biblical Women (Resource Publications, Wipf & Stock, 2016), Elisabeth Mehl Greene asks the question, “What if?” What if these women’s stories had been told in the text, or what if they had been the ones telling the stories? Who is missing or unnamed in the text, and what might they have had to say about the stories depicted in the Bible?
Greene is engaging in a form of midrash, a Jewish tradition of wrestling with the text: asking questions of the text, and letting the text question us. This not only occurs through logic, through questions that can be answered, but by writing in the form of poetry, Greene is able to express and open up in the reader “informed imagination” (xi). Her poems are well researched and she clearly understands the context of the Ancient Near East and Judea under Roman rule in first century Palestine, but she also engages in playful creativity, irony and critique, expansive and prophetic truth-seeking alongside the mundane tasks performed in the everyday lives of the depicted women.
Engaging in a “hermeneutic of remembrance” (a quote from Elisabeth Schüssler Fiorenza in Greene, xviii), Greene invites us along on a journey of imagination, bringing to our awareness the stories of women who are “unnamed, unexplored, or even erased” (xii). She explores through poetry the stories and perspectives of 60 biblical personages, some named in the text (Eve, Ruth, Hannah), some unnamed (Jephthah’s daughter, the lover of Solomon, the sister of Jesus), and some presumably present but not mentioned (the women at Mt. Sinai, wise travelers from the East).
What if we heard their voices? What if their interactions with and understanding of God were also recorded? What more might we know of God, and of humanity’s relationship with God, if we were open to hearing from God through all present? This begs the question, who are the unheard ones in our midst today? Whose voices are we missing, and what might we hear and know of God if we listened more deeply to those around us today? How might we record and pass along such stories to those who come after us in such a way that a well-rounded perspective of the creative dance between God and humanity can be known?
I had the privilege of meeting Elisabeth Mehl Greene last summer at a Christian Feminism Today conference, where she led a workshop on this text. She invited us to sit with a text about a woman from scripture and ask questions of the text. What do we learn about the woman from the text? What do we not know of her story? What might she add to the story if we could hear her voice? Greene invited us to write some reflections, and even to try our hand at midrashic poetry, pursuing some of the questions and wisdom God might have to offer as we explore these stories using our informed imagination. I found this to be a challenging and fun way to engage with these texts that can often become sort of dry, and in some cases painful and sad, when seen again and again at face value.
Greene and Kendra Weddle Irons (who wrote the Foreword) acknowledge that some may worry about applying this poetic license to the scriptural text. Irons says, “It is much safer to believe God never changes and therefore the Bible reflects a similar inflexibility. But such intransigence fails to take seriously the teaching method Jesus used. His parables with their twists and turns never provided easy or tidy answers…. Similarly, midrash requires active listening so that questions rather than statements are cultivated and considered” (xi).
I enjoyed reading these poems slowly, letting these female characters come alive in my imagination. No longer two-dimensional figures offering a backdrop to (male) heroes, these poems offered a window into the human beings behind the biblical depictions. I wonder what it would be like to read Lady Midrash with a women’s Bible study group, reading the biblical texts from whence these poems arise, asking questions, and seeking after God through new entry points into ancient stories. I would also recommend assigning these poems in Bible classes, providing a different way of approaching biblical texts, and encouraging students to take note of the women in the text, as well as to recognize the humanity of biblical authors and other characters within the biblical narrative. This book might be especially apropos for courses such as Women in the Bible, or feminist explorations of the Bible.
In Lady Midrash, Greene simultaneously upholds the importance of the scriptural stories in continuing to offer meaning to spiritual seekers today, as well as a willingness to question, dig deep, seek after and find God, and grow in one’s faith through tenacity, hope, creativity, birth, prophecy, grace, wisdom, and friendship. By bringing these women’s stories to life, we are better able to see ourselves represented in the text, in all our failures and successes, loves and broken heartedness: in short, in all the glory and tragedy that makes us human.
Here is one poem that is speaking to me particularly today:
(The prophetess who bore Isaiah’s children)
Hear me, you heavens!
Listen to me, earth!
For God has spoken,
spoken through me.
God spoke to Isaiah also,
but I birthed God’s messages
in my body,
burning coal on my lips,
words in my mouth,
children in my arms.
Therefore the Lord
will give you a sign:
a prophetess will conceive
and give birth
and will call the child Immanuel,
which means God With Us.
I did as I was told.
Take a great scroll
and write on it
with a woman’s hand:
Go to the prophet,
conceive and bear
“the remnant,” and “the plunder.”
They will answer to these names
and in the echo
you will hear deafening wing claps.
Here am I, send me.
Another mother went to a prophet
and now her precious ones answer to
and “not my people.”
O Lord, how long?
And after all of this,
angels and infants,
visions and promises,
I was never his wife.
No eagles bore me up,
but I ran, ignoring weariness,
I walked and did not faint.
I carried the messages.
God was with me.
Perhaps one day
my strength will be renewed.
(*Nebiyah is the transliteration for the female version of the Hebrew word for prophet. There is some uncertainty among scholars regarding whether this woman who bore Isaiah’s sons was his wife, a prophetess, or both. What is clear is that, although she bore the children of the prophecy through her body, we know very little about her. What is her story? What else did God say through her? How does God speak to you through this scrap of a reclaimed story?)
I recently reviewed a book called Good Food: Grounded Practical Theologyy by Jennifer Ayres (Baylor University Press, 2013) for the Journal for the Study of Religion, Nature, & Culture. You can see the review here.
While I was a bit critical of the book for the review, I did actually like it. What I didn’t like was that Ayres said she was doing “grounded practical theology,” specifically saying she’s using the social sciences research method of grounded theory, but she did not do that. I’d like to see more theologians utilize social sciences methods, but if we’re going to do so, we need to do so well! Otherwise, if we try to use the language of social sciences but we do the research poorly (within that methodology), it doesn’t help us.
That said, I did like the book, and I appreciated how she developed her theology of food. She did so by telling stories as well as finding the theology of food present within the scriptural text, and I think this is really important to recover in this day and age.
As a Quaker, I acknowledge that our lack of physical Eucharist makes it difficult for us to really make use of this kind of table imagery, which is an excellent entry point into environmental care, interconnectedness with the rest of creation, and those sorts of liturgical resources present in most of the rest of Christianity. When I think of the Eucharist as an actual meal, one that physically ties us to a particular place, time, and community, while also reminding us of the sustenance we get from God, I have a lot more respect for the practice of the physical elements in communion. That said, I would rather recover the actual table fellowship practice of eating a meal together, as it seems many early Christians practiced, rather than a commercial-grade wafer and tiny cup of grape juice from who-knows-where, as is practiced by most church communities. Eating a meal grown from the land around one’s region is a great practice that can connect us with the ecology, economy, and society in which we live, as well as with Christ, giving thanks (eu-charisto) for the grace-filled sustenance we receive each day.
I’m soon finishing out my term as the Portland regional editor for Christ & Cascadia, an online journal and conference exploring the intersection of Northwest theology and culture. I recently went to their annual conference in Seattle. Unfortunately, I only got to go for the second day, as I was knocked out with a bad cold, but the part I went to was fun! It was great to gather with people interested in what Christian faith looks like in this region, share a bit about my own interests and research in a presentation entitled, “Cascadian Watershed Discipleship,” and see friends and colleagues. For my presentation, I shared about the concept of watershed discipleship, then gave four examples of communities and individuals who are practicing watershed discipleship around Cascadia: two church communities (Salal + Cedar in Vancouver, BC, Wilderness Way in Portland, OR), one college professor (Wes Howard-Brook at Seattle University), and one non-profit organization (A Rocha – Canada near Vancouver, BC). I may write more about these for Christ & Cascadia or other venues, or here, at a later time, but while you’re waiting you can go visit their websites and learn about their work. I enjoyed interviewing people for this project. It was fun getting to know some new people and being inspired by their work.
Speaking of being inspired by others’ work, I also wrote up an interview I did with Peter Sergienko at St. Michael’s & All Angels Episcopal Church in Portland for the Christ & Cascadia journal. (I got connected with Sergienko because he was a GreenFaith fellow in the cohort before me.) I enjoyed learning about the work that Sergienko is doing personally, as well as what his congregation and denomination are doing to enact environmental stewardship, work toward environmental justice, and be aware of both social and environmental needs of the people of the region. You can read my interview here.
For those of you interested in participating in next year’s Christ & Cascadia conference, I recommend it! It’s a good place to network with people of faith thinking about regional Christian practice. I would like there to be a stronger environmental focus. It focuses more on the culture of Cascadia, rather than thinking of it as a bioregion with particular emphasis on place and its effects on theology. I think C&C raises some good questions so far, and as we continue a regional dialogue, I am hopeful that more of an awareness of bioregion and place-based Christian theology can develop.
A couple book reviews I wrote went live last week on the Wabash Center for Teaching & Learning in Theology & Religion‘s Reflective Teaching site. One reviewed Discerning Critical Hope in Educational Practices (eds. Vivienne Bozalek, Brenda Leibowitz, Ronelle Carolissen, and Megan Boler), and the other reviewed Listening to Teach: Beyond Didactic Pedagogy (ed. Leonard J. Waks). Both were excellent books!
I read Listening to Teach at just the right time. I had a bit of a difficult class spring term, because we were talking about some sensitive topics such as race, class, gender, etc. without a lot of support or background on the part of the students. (It was an interdisciplinary capstone class where I had minimal control of the curriculum, and no control of the speakers and textbook.) I attempted to implement some of the skills of listening that I read about in Listening to Teach right away. I always find it interesting, however, that it’s the students who are often more resistant to moving beyond a didactic pedagogy than the teachers. I struggled to create a space that was safe for all perspectives to be shared, while also did not allow racist or sexist comments to stand. This is such a difficult balance, since I don’t want the conversation to just be me “against” a racist student, but also, I don’t want other students (particularly students of color) to be put in the situation of defending a racially inclusive perspective. At any rate, I was encouraged by what I learned in this book. Read my full review for more about the book itself.
Discerning Critical Hope was a gem, since I’m working on developing an ecotheology of critical hope. I loved the book and found it encouraging, challenging, and helpful in getting my mind around what others mean when they’re using the term “critical hope.” Since it was a volume with chapters by all different authors, I wish there was a bit more that had defined critical hope, or given some sort of criteria, but by listening to all the voices, it’s possible to get a sense of what they’re aiming toward. (They’re basing the idea mainly on Paulo Freire’s Pedagogy of Hope, so of course going back and reading that would also give the reader a better understanding.) But I feel like critical hope is a direction to aim for any religious educator, and it would be good if we could aim in this direction as pastors or leaders in faith-based organizations, too. I think we (Christians) often get too caught up in the idea of making everyone comfortable, having warm and fuzzy feelings, and we forget how to challenge people to critique what’s going on and also to have a sense of agency that they can do something about it. It seems to me that that’s what the church is for, and the religious academy is there to help faith leaders to lead their communities to and through these difficult challenges, while remaining fixed in a hope-filled narrative of grace, love, forgiveness, and reconciliation of all things through Christ. I hope that this becomes a theme that theologians begin connecting with, and specifically in the field of ecotheology.
The Wabash Center also has lots of other great resources for educators in theology and religion, such as syllabi, grants, thoughts on teaching, and lots of other book reviews. Check out the Reflective Teaching site to find other inspiring books, and read some great reviews, such as this recent one by my colleague, Laura Simmons, on a book about co-constructing knowledge in the classroom.
Last November, I had the opportunity to preach at my Friends meeting, North Valley Friends. I was asked to share about Query 19 in our Faith & Practice document, which has to do with being a Christian steward of God’s creation. A re-visioning of the Parable of the Tenants came to me then, and I thought I’d share it here, in case it’s inspiring to anyone else. (If you want to listen to a podcast of the whole sermon, it’s available here.)
Matthew 21:33-40 (NRSV): “Listen to another parable. There was a landowner who planted a vineyard, put a fence around it, dug a wine press in it, and built a watchtower. Then he leased it to tenants and went to another country. When the harvest time had come, he sent his slaves to the tenants to collect his produce. But the tenants seized his slaves and beat one, killed another, and stoned another. Again he sent other slaves, more than the first; and they treated them in the same way. Finally he sent his son to them, saying, ‘They will respect my son.’ But when the tenants saw the son, they said to themselves, ‘This is the heir; come, let us kill him and get his inheritance.’ So they seized him, threw him out of the vineyard, and killed him. Now when the owner of the vineyard comes, what will he do to those tenants?” They said to him, “He will put those wretches to a miserable death, and lease the vineyard to other tenants who will give him the produce at the harvest time.”
Usually we read this passage in the context of people misunderstanding who Jesus was, and not getting the fact that he’s the Messiah. Yes, but I think there’s another meaning going on here: God has set us up as stewards of the vineyard. I thought that was particularly fitting due to our location here in the Willamette Valley. So if we’re supposed to be stewards of this vineyard, if we’re tenants here, taking care of this place for the Creator, how do we do that? We want to, but how?
And those tenants seem pretty hopeless, right? They seem like they are the mean, spiteful, greedy kind of tenants who want everything for themselves.
What if we imagine the landowner giving the land to some new tenants? Imagine there’s a piece of property open out in the vineyards around Newberg. The previous tenants haven’t done a great job with it, but there’s a good infrastructure built up: gnarled old vines that need some TLC but are planted in good soil. A wine press, and maybe a rickety old house. A young couple has fallen in love with the Newberg area, and they are so excited about the prospect of making really great wine. They plan to do this by putting every ounce of love and care they can into growing and harvesting their grapes, and passionately practicing their craft in order to make an artisanal local organic wine, perhaps to be paired with their friends’ local goat cheese on bread from the Newberg Bakery. So this young couple is so excited to try to find a piece of land where they can practice their craft. They recognize they have no idea how to make wine besides what they’ve read in books, but they hope that they can learn, and they’re open to learning from others.
They meet with the landowner of the vineyard we’ve just heard about, the one where the previous tenants did not exactly care for it, and, in fact, murdered any of the landowner’s envoys, though there’s no way to prove it. At this meeting, the landowner sees this young couple and sees that they are passionate about treating this land well, and bringing forth the best fruit the land can support. The landowner also sees that this young couple is clueless—they have no real experience. They can see the wine that they want to produce so clearly they can almost taste it. They are ready to put in countless hours of labor and to do so with love. They are open to learning, and they’ve started reading. In fact, they’ve read everything this landowner has written on the subject of vineyards and winemaking, and they can quote much of it verbatim.
And so, the landowner makes a decision. He or she (whoever you’ve been imagining) decides to move back onto this piece of land, and invite this young couple to work the land alongside. Every day they work together, side by side. As the couple works, they listen to the landowner tell stories of that land, the vintages that have grown out of it in years past, the previous tenants, the faithful stewards who have worked it before. They listen as the landowner tells them about pruning a vine just here, caring for the soil, collecting and distributing water, dealing with pests, when is the exact time to harvest, and what to do to produce the wine. Sometimes when the landowner sees a particular situation, s/he invites the young couple to help come up with a creative solution, and they work together to make it happen. Sometimes, these ideas fail miserably.
The first few vintages of this couple’s wine are terrible, and sometimes they wonder why the landowner even lets them help at all. But at the same time, they are so grateful that they get to be part of the process, and they hold tenaciously to their dream, and step by step they see themselves becoming the skilled crafts-people they envisioned when they came to the land.
The seasons pass, and the young couple is not so young anymore. They have children, and teach them the ways of the landowner. They tell their children the stories and teach the craft. The children also learn firsthand from the landowner, and the landowner delights in hearing their ideas. And new stories are created as the family grows up, being nourished by and nourishing the land.
Now, I don’t know about you, but this second story gives me a lot more hope. And I challenge us this morning not to think of the tenants in the first story as the Jews, or evil corporations who are ruining our planet, but to think of the not-so-good tenants and the young couple in the second story as parts of ourselves. Because at least for me, I notice that there are days when I feel like the old tenants, and days when I feel like the new ones. And maybe these tenants aren’t so different. Maybe the old tenants were just the same as the new ones, just as clueless about how to grow grapes and make wine, but they made different choices about what to do in that situation. The old tenants, out of fear, locked down their land, struggled on their own to try to produce what they could from this land that wasn’t theirs, and refused to give even a drop to the landowner. But the new tenants, the young couple, face life with joy and passion. They are teachable. They are open to community. They have a vision and they work hard to make that vision a reality. When an obstacle pops up between them and their goal, they brainstorm and problem solve and tenaciously hold on to their vision until they can bring it to fruition.
On the final day of my Spaceship Earth class at Peace Village, Newberg, we spent some time reviewing what we’d learned, discussing what stood out, and then making seed pods. (See Day 1, Day 2, Day 3, and Day 4 if you missed them, and/or download the full Spaceship Earth day camp plan.) Peace Village does a showcase on Friday night at the end of camp, where parents and other family and community members can see what the kids have been experiencing and working on all week. I had the kids look back through their field journals and talk about what stood out to them from each day, then I wrote down what the they said. Later, I made a reader’s theatre that explained what we did each day and what they learned. I asked for volunteers to read that night at the showcase. In hindsight, this was a big ask—to get 3rd-6th graders to read something they’d never read before on stage in front of a bunch of people—but they did great! I’ll copy below what they came up with. I also had a PowerPoint with the results of the compost, recycling, and trash project. Also below you’ll find some audio interviews of Peace Village campers recorded KLYC Yamhill County News Radio.
I thought it would be fun for the kids to have something they could take home to plant, and a friend gave me the idea to do seed pods. (Others call them seed bombs, but at Peace Village I figured sending home bombs might not be the best idea!) Basically, you get some clay from the art supply section at a supermarket, and then get some seeds to put inside. I got an package of assorted herbs and one of assorted wildflowers. I mixed them all together, but you could separate them if people wanted to know what they were planting. The people who suggest seed bombs are basically trying to do guerrilla gardening, so they suggest dropping them over the fence in abandoned lots, or planting them in the grassy areas in a median that isn’t very pretty, or other places in need of beautification. We handed out the seed pods at the evening showcase.
Seed Pod Instructions:
- clay: 2 packages from a craft supply store or section of a supermarket
- knife to cut up the clay
- tray to set the seed pods on
- seeds: I used about 6 packets of flowers and 4 packets of herbs for 45 kids
- 2 bowls (one for herb seeds and one for flower seeds)
Cut the clay into small cubes, about 3/4 inch per side. Roll into balls.
Kids take a clay ball, make a dent in it with their thumb, and sprinkle in herb or flower seeds, close up the hole, and roll it into a ball again. Set on tray. Once all the pods are finished, set the trays outside in the sun until hard and dry.
Spaceship Earth Showcase Readers Theatre
(Verbatim remarks from students about what they learned)
7 Readers + Teacher
Teacher: This week we focused on the theme “Spaceship Earth,” a term coined by the Quaker economist Kenneth Boulding. We enjoyed putting on our space suits each day as we imagined our little planet traveling through space.
Reader 1: We learned that Earth is like a spaceship because 1. It zooms around in space, and 2. If we run out of something, like if an animal goes extinct, we can’t get it back.
Reader 2: I learned about the different things that Earth provides and that if we lived on any other planet we’d probably die.
Reader 3: When you go on a spaceship you need to bring food and all you need to survive, like water and oxygen.
Teacher: The other days we learned about the life support systems that keep our “Spaceship Earth” running. On the second day, we learned about food and waste.
Reader 4: Earth breaks down things, and they don’t just lie there, or else we would all die.
Reader 5: Almost any kind of food can break down into compost, but plastic can’t, and neither does metal or glass.
Reader 6: And lavender smells really good!
Teacher: On the third day, we learned about the water cycle and pollution.
Reader 7: There are living things everywhere, even in dirty water. We saw them through the microscope.
Reader 1: Water can be an entire city for creatures!
Teacher: On the fourth day, we learned that not only is diversity important in people, it’s important to have biodiversity. We need all the living creatures in order to keep this spaceship running smoothly!
Reader 2: We learned about how bees make honey and I learned that to make a queen they either use eggs or they give a bee royal jelly.
Reader 3: We learned that honey is bee barf!
Teacher: Today we talked about how we participated this week to make sure Spaceship Earth keeps running smoothly by composting and recycling instead of putting everything in the trash.
Reader 4: We are giving peace to the planet by composting.
Reader 5: We are helping plants grow when we get and use compost, and that goes to helping people eat who might not otherwise have food.
Reader 6: On Monday, we had 60% trash, and only 9% recycling and 31% compost.
Reader 7: Everyone helped out, and today we composted 59%, recycled 15%, and only threw 25% away in the trash.
Teacher: Overall this week, we learned to participate in taking care of Spaceship Earth so it can support life into the future. Our totals for the week were 59% compost, 31% trash, and 10% recycling. Here’s a chart that shows our day-to-day progress. This final chart shows how many pounds of waste we created. This is much better than the national average! Most Americans get rid of 4.4 pounds of trash, recycling, and compost per person, per day, and only 1.5 pounds of it is composted or recycled, meaning that 2.9 pounds per person goes into landfills every day. Eventually we’re going to run out of space for landfills on our little spaceship if we don’t all do our part! Here at Peace Village, we got rid of 2.53 pounds per person, per day, and we recycled and composted 1.74 pounds of it per person per day. That’s pretty good! Well done, everyone!
The rest of you can participate in taking care of Spaceship Earth, too. We talked about biodiversity, and how we can help create habitat for pollinators, who help pollinate our food. We had a beekeeper come share with us, and we got to taste his bees’ honey! We want to support those bees, so you can take with you tonight a seed pod we made in class today. There are herb pods and flower pods. Set the pod in your garden or a flowerbed and it will decompose and you’ll eventually have flowers and herbs to enjoy, to help pollinate, to help cycle the air, and to eat. Thanks to everyone who’s participated this week, and who will participate by planting these seeds!
KLYC Yamhill County News Radio
KLYC came to record some of the kids at Peace Village sharing about their experiences. If you want to hear those interviews, listen below. Check out Peace Village interview 3 at about 2:10 to hear a very special Peace Village camper!